The initial evaluation in the specialized educational  services: dilemmas and consequences

dc.creator	Fabiane Romano de Souza Bridi
dc.date	2012-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:12:29Z
dc.date.available	2015-07-20T22:12:29Z
dc.identifier	1808-270X
dc.identifier	1984-686X
dc.identifier	https://doaj.org/article/daaa20c97c164b18af079ccffdd390d4
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15257
dc.description	This article focus on the evaluation process of the group of subjects named as “students with mental retardation” in the school context. Through the theoretical contribution of the systemic thinking, this work deals with the dilemmas lived by a group of teachers when they conducted the initial evaluation of the students in the specialized educational services context. As a result of the pedagogical evaluation, we have the decision related to the frequency (or not) of the scholar in the specialized educational services and the insertion (or not) of this pupil into one of the categories of School Census MEC/INEP. This process, there are the tenuous contours between learning disabilities and mental retardation. It must be observed the choice of some teachers to deal with pupils with learning disabilities. Through the scope of this option it´s possible to notice different movements that position the subject, attributing to him a place: students with learning disabilities who do not attend the service; students with learning disabilities who attend the service, but are not inserted in the school census MEC/INEP; students with learning disabilities who attend the service and are inserted in the school census MEC/INEP in the category of mental retardation. And still, it receives important relevance, the distressful weight of the responsibility of attaching a student to the category of mental retardation through the pedagogical action.
dc.language	Portuguese
dc.publisher	Universidade Federal de Santa Maria (UFSM)
dc.relation	http://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/article/view/6951/pdf
dc.relation	https://doaj.org/toc/1808-270X
dc.relation	https://doaj.org/toc/1984-686X
dc.rights	CC BY
dc.source	Revista Educação Especial, Vol 25, Iss 44, Pp 499-512 (2012)
dc.subject	Evaluation
dc.subject	Epecialized educational system
dc.subject	Mental retardation
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	The initial evaluation in the specialized educational services: dilemmas and consequences
dc.type	article